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Teaching American Indian History with Primary Sources Popovi Da, the Great Pueblo Artist, Was Quizzed One Day on Why the Indians
In partnership with The Organization of American Historians/National Park Service Northeast Region History Program National Park Service U.S. Department of the Interior December 2020 Teaching American Indian History with Primary Sources Popovi Da, the great Pueblo artist, was quizzed one day on why the Indians were the first ones on this continent. “We had reservations,” was his reply. Another time, when questioned by an anthropologist on what the Indians called America before the white man came, an Indian said simply, “Ours.” … Some years ago at a Congressional hearing someone asked Alex Chasing Hawk, a council member of the Cheyenne River Sioux for thirty years, “Just what do you Indians want?” Alex replied, “A leave-us-alone law!!” –— Vine Deloria Jr., Custer Died for Your Sins (1988) 4 Contents Acknowledgments. 8 A Note on the Names of Indian Nations . 9 A Note to Educators . .10 Suggested Classroom Strategies . .11 A Brief Timeline of the History of Indian Nations in North America . .16 CHAPTER 1 Identity: Stereotypes and Choices. 20 What Is Identity?. 20 Exercises. 22 Exercise 1.1: Wheel of Identity . .22 Exercise 1.2: Venn Diagram of Identity . .23 Exercise 1.3: Stereotypes. 24 Readings Reading 1.1: How Are Stereotypes Created?. 25 Reading 1.2: Mascots and Stereotypes . .29 Reading 1.3: “I’m Not the Indian You Had in Mind”. 35 Reading 1.4: Names Matter. 36 CHAPTER 2 God, Greed, and Violence: Colonialism . .39 Settler Colonialism. 42 Colonialism and Its Critics . .44 Readings Reading 2.1: Who “Owns” America? The Doctrine of Discovery . .45 Reading 2.2: Creed or Greed? . -
John-Ross-Decision-Of-1861.Pdf
JOHN ROSS'S DECISION In the spring and early summer of 1861 Ross counseled neutrality, not just for the Cherokees, but for all the tribes of Indian Territory. As the summer drew to a close, Ross, subjected to tremendous pressures from inside and outside the Cherokee Na tion, realized the impossibility of that stance. Facing his as sembled people, he expounded on the validity of both the Union and Confederate causes. He acknowledged the importance of the Cherokees' treaty with the federal government in whose hands lay the tribe's trust funds. The tribe's policy of neutrality seemed successful to that point, but Ross addressed his greatest concern, the unity of the Cherokee Nation, with the following words: The great object with me has been to have the Cherokee people harmonious and united in the full and free exercise and enjoyment of all of their rights of person and property. Union is strength, dissension is weakness, misery ruin! In time of peace together! in time of war, if war must come, fight together. 2 His speech contained no surprises and nothing indicated what was to follow. Ross concluded: The permanent disruption ofthe United States into two governments is now probable. The State [Arkansas] on our border and the Indian nations about us have severed their connection from the United States and joined the Confederate States. Our general interest is inseparable from theirs and it is not desirable that we should stand alone. The preservation of our rights and of our existence are above every other consideration. Deadly Currents -
The Life and Work of Sophia Sawyer, 19Th Century Missionary and Teacher Among the Cherokees Teri L
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 "Behold Me and This Great Babylon I Have Built": The Life and Work of Sophia Sawyer, 19th Century Missionary and Teacher Among the Cherokees Teri L. Castelow Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION "BEHOLD ME AND THIS GREAT BABYLON I HAVE BUILT": THE LIFE AND WORK OF SOPHIA SAWYER, 19TH CENTURY MISSIONARY AND TEACHER AMONG THE CHEROKEES By TERI L. CASTELOW A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2005 The members of the Committee approve the Dissertation of Teri L. Castelow defended on August 12, 2004. ______________________________ Victoria Maria MacDonald Professor Directing Dissertation ______________________________ Elna Green Outside Committee Member ______________________________ Sande Milton Committee Member ______________________________ Emanuel Shargel Committee Member Approved: ___________________________________ Carolyn Herrington, Chair, Department of Educational Leadership and Policy Studies ___________________________________ Richard Kunkel, Dean, College of Education The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS I would like to acknowledge the assistance of several people for their support over the extended period it took to complete the degree requirements and dissertation for my Doctor of Philosophy degree. I would like to thank the many friends and family who have offered encouragement along the way and who did not criticize me for being a perpetual student. My parents, Paul and Nora Peasley, provided moral support and encouragement, as well as occasional child-care so I could complete research and dissertation chapters. -
By Bachelor of Arts Oklahoma State University Stillwater, Oklahoma Submitted to the Faculty of the Graduate College of the Oklah
FEDERAL REFUGEES FROM INDIAN TERRITORY, 1861-1867 By JERRY LEON GILL /( Bachelor of Arts Oklahoma State University Stillwater, Oklahoma 1967 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements fo~ the Degree of MASTER OF ARTS May, 1973 :;-1' ., '' J~~ /'77~' G415 f. •. &if'• .~:,; . ;.. , : - i \ . ..J ') .: • .·•.,. -~ 1•, j ( . i • • I OKLAHOMA STATE UNIVERSITY LIBRARY OCT 8 1973 FEDERAL REFUGEES FROM IND IAN TERRITORY, 1861-1867 Thesis Approvedr cPean "of the Graduate College ii PREFACE This study is concerned with the influence of the Civil War on the Indian tribes residing in Indian Territory who chose to remain loyal to the United States government during the conflict. Emphasis is placed on the Cherokee, Cree~, Chickasaw, and Seminole Indians, but all tribes and portions of Indian Territory tribes loyal to the United States during the Civil War are included in the study. Confederate military control of Indian Territory early in the Civil War forced the Indians loyal to the United States to flee north from Indian Territory. Before the war had ended,·approximately 10,500 Feder al refugee Indians had scattered across Arkansas, Missouri, Kansas, Colorado, and :Mexico. The reasons why these Indians remained loyal to the United States, their exodus from Indian Territory, their exile, and their return to Indian Territory are documented and evaluated in this study. The suffering and death expe:i;ienced by these refugees are unique in Civil War history, and far surpassed the de.privation and sacrifices made by other civilian populations. Hundreds of non-combatants,. -
Teacher Sourcebook, Volume III
Our Documents Teacher Sourcebook, Volume III Our Documents is a program of: The Sourcebook is sponsored by: The National Archives and Records Administration, National History Day, and The History Channel are proud to continue their partnership in the Our Documents initiative and this third volume of the Our Documents Teacher Sourcebook. This program is not just about looking at old documents. The documents serve as a catalyst to help teachers, students, parents, and all Americans to strengthen their understanding and appreciation of the records and values that undergird our democracy. Exploring the historical milestones they represent teaches us about our continual quest to “form a more perfect union.” This year we are again making available more supporting material for the 100 documents, sharing additional ideas about how teachers can use these documents in their classes, and illustrating how they might help their students connect these pivotal documents to major themes in American history and to events and issues they face in their own lives. When President Bush launched the Our Documents initiative in September 2002 he noted, “Our history is not a story of perfection. It is a story of imperfect people working toward great ideas.” We hope you find this sourcebook helpful as your classes explore the great ideas at the heart of our union that continue to shape the nation’s future. John W. Carlin Cathy Gorn, Ph.D. Libby O’Connell, Ph.D. Archivist of the Executive Director Historian in Residence United States National History Day The History -
LITERARY NONFICTION and the NATIONAL PARK MOVEMENT, 1864-PRESENT Lindsay Dunne
Abstract Title of Dissertation: DEFINING PLACES: LITERARY NONFICTION AND THE NATIONAL PARK MOVEMENT, 1864-PRESENT Lindsay Dunne Jacoby, Doctor of Philosophy, 2014 Dissertation directed by: Professor Jeanne Fahnestock and Professor Scott Wible Department of English The canon of American “Nature writing” has long been recognized for its influence on environmental policy, but the role of specific works in shaping environmental discourse and altering material circumstances has yet to be fully understood, especially from a rhetorical perspective. In response, this dissertation explores how works of Nature writing have functioned as persuasive arguments of definition within the National Park movement. It analyzes how literary nonfiction texts promoted a public understanding of specific landscapes and redefined them as worthy of preservation. The idea of rhetorical ecology underlies this analysis: rather than relying on the commonplace idea that a single author writing a single text can influence an environmental policy, the dissertation traces how a work of literary nonfiction operates within a complex system of texts, writers, readers, institutions, objects, and history. The four main case studies demonstrate how new definitions of place have emerged through works of literary nonfiction, each acting in relationship to a larger campaign that led to the preservation of an American landscape as a National Park: Yosemite, Great Smoky Mountains, Everglades, and Voyageurs. In these landmark campaigns, a prominent work of Nature writing, by a prominent author like John Muir, Horace Kephart, Marjory Stoneman Douglas, and Sigurd Olson, built upon and contributed to a definitional discourse that enabled people to see a specific landscape differently than it had been seen before. -
Trail of Tears: a Lightning Lesson from Teaching with Historic Places
National Park Service Teaching with Historic Places U.S. Department of the Interior Discover the Trail of Tears: A Lightning Lesson from Teaching with Historic Places Discover the Trail of Tears: A Lightning Lesson from Teaching with Historic Places (Tennessee Department of Environment and Conservation, Benjamin Nance, photographer) By the end of the 1830s, the U.S. government forced or coerced an estimated 100,000 American Indians to move from their homelands in the southeast to distant Reservations. These people included members of the Cherokee, Choctaw, Chickasaw, Creek, and Seminole Nations. They traveled many different paths, but share a story. The Trail of Tears today is a cultural and physical landscape that tells that story. It has the power to teach why and how the majority of people from these Nations moved from their homes in parts of North Carolina, Tennessee, Georgia, and Alabama to Indian Territory in present- day Oklahoma. This lesson emphasizes the struggle for Cherokee members to hold on to their land, government, and culture in the face of overwhelming pressure. The Cherokee Nation’s journey occurred between 1838 and 1839. In this lesson, students investigate a complicated story about how indigenous people negotiated through law and culture to preserve their identities. They will analyze pro-relocation and anti- relocation perspectives. The historic Major Ridge House in Georgia and the National Park Service’s Trail of Tears National Historic Trail tell the histories of Cherokee Indian forced relocation. At a time when the Cherokee struggled to keep their nation in the east, a Cherokee leader named Major Ridge supported moving west. -
The Nature of Representation: the Cherokee Right to a Congressional Delegate, 15 B.U
American University Washington College of Law From the SelectedWorks of Ezra Rosser 2005 The aN ture of Representation: The heC rokee Right to a Congressional Delegate Ezra Rosser, American University Washington College of Law Available at: https://works.bepress.com/ezra_rosser/4/ Citation: Ezra Rosser, The Nature of Representation: The Cherokee Right to a Congressional Delegate, 15 B.U. PUB. INT. L. J. 91 (2005). THE NATURE OF REPRESENTATION: THE CHEROKEE RIGHT TO A CONGRESSIONAL DELEGATE * EZRA ROSSER I. INTRODUCTION A right to a delegate to the U.S. House of Representatives is provided to the Cherokee nation by the Treaty of New Echota signed in 1835. The only tribe with its own unique right to a delegate, the Cherokee right is provided for in Article 7 of that treaty: The Cherokee nation having already made great progress in civilization and deeming it important that every proper and laudable inducement should be offered to their people to improve their condition as well as to guard and secure in the most effectual manner the rights guarantied to them in this treaty, and with a view to illustrate the liberal and enlarged policy of the Government of the United States towards the Indians in their removal beyond the territorial limits of the States, it is stipulated that they shall be entitled to a delegate in the House of Representatives of the United States whenever Congress shall make provision for the same.1 The delegate right was included in the treaty as part of the federal government’s consideration to the Cherokee nation for the seizure of Cherokee land east of the Mississippi, but the Cherokee nation has not yet made a continued and politically primary effort to act upon the delegate provision. -
This Document Is Made Available Electronically by the Minnesota Legislative Reference Library As Part of an Ongoing Digital Archiving Project
This document is made available electronically by the Minnesota Legislative Reference Library as part of an ongoing digital archiving project. http://www.leg.state.mn.us/lrl/lrl.asp BIBLIOGRAPHY OF SOCIAL SCIENCE RESEARCH AND WRITINGS ON AMIIEIRIICAN IINIDIIANS RUSSELL THORNTON and MARY K. GRASMICK ~ ~" 'lPIH/:\RyrII~ F l\IHNN QlA A publication of the Center for Urban and Regional Affairs, 311 Walter Library, 117 Pleasant St. S.E., University of Minnesota, Minneapolis, Minnesota 55455 The content of this report is the responsibility of the authors and is not necessarily endorsed by CURA. Publication No. 79-1, 1979. Cover design by Janet Huibregtse. TABLE OF CONTENTS Page Introduction 1 American and Ethnic Studies Journals . 3 Journals Surveyed 4 Bibliography 5 Economics Journals 13 Journals Surveyed 14 Bibliography 15 Geography Journals 17 Journals Surveyed 18 Bibliography 19 History Journals . 25 Journals Surveyed . 26 Bibliography 28 Interdisciplinary Social Science Journals .133 Journals Surveyed .134 Bibliography .135 Political Science Journals . .141 Journals Surveyed .142 Bibliography .143 Sociology Journals • .145 Journals Surveyed . .146 Bibliography .148 INTRODUCTION Social science disciplines vary widely in the extent to which they contain scholarly knowledge on American Indians. Anthropology and history contain the most knowledge pertaining to American Indians, derived from their long traditions of scholarship focusing on American Indians. The other social sciences are far behind. Consequently our social science knowledge about American Indian peoples and their concerns is not balanced but biased by the disciplinary perspectives of anthropology and history. The likelihood that American society contains little realistic knowledge about contemporary American Indians in comparison to knowledge about traditional and historical American Indians is perhaps a function of this disciplinary imbalance. -
Photography and America's National Parks
Carleton E. Watkins (American, 1829–1916). Yo-wi-ye or Nevada Falls, 1861. Albumen silver print. George Eastman Museum. Gift of Alden Scott Boyer. Photography and America’s National Parks In celebration of the 100th Eadweard Muybridge as well as anniversary of the formation of modernist and contemporary the National Park Service, the photographers like Ansel Adams Participation Fee: $40,000 + George Eastman Museum presents and Binh Dahn. The exhibition Round trip shipping and Insurance Photography and America’s proceeds by surveying the role Booking Period: 12 Weeks National Parks, an exhibition that photography has played in the highlights photography’s role in land conservation movement. Contents: Approximately 150 the development of America’s The final section includes works photographs National Parks. For more than 150 by photographers who revisit Size: 350 linear feet (approx) years, photographs of these vast the place where established spaces have helped us view and views were made in order to Available: Fall 2016 understand these landscapes, demonstrate changes in the from Yosemite to the most recent land and the ways in which our addition of Pinnacles National perception of it has been affected. Park. Photography and America’s Photography and America’s National Parks will bring together National Parks features images of photographs from the George many of the current 59 national Eastman Museum’s collection parks. It begins by tracing the with works from other sources to photographic history of Yosemite, illuminate this history, delighting exploring historic works by viewers with historical information nineteenth-century photographers and beautiful photographs. such as Carleton Watkins and Contact: Traveling Exhibitions Coordinator • (585) 271-3361 ext. -
Sixty Years in Southern California, 1853-1913, Containing the Reminiscences of Harris Newmark
Sixty years in Southern California, 1853-1913, containing the reminiscences of Harris Newmark. Edited by Maurice H. Newmark; Marco R. Newmark HARRIS NEWMARK AET. LXXIX SIXTY YEARS IN SOUTHERN CALIFORNIA 1853-1913 CONTAINING THE REMINISCENCES OF HARRIS NEWMARK EDITED BY MAURICE H. NEWMARK MARCO R. NEWMARK Every generation enjoys the use of a vast hoard bequeathed to it by antiquity, and transmits that hoard, augmented by fresh acquisitions, to future ages. In these pursuits, therefore, the first speculators lie under great disadvantages, and, even when they fail, are entitled to praise.— MACAULAY. WITH 150 ILLUSTRATIONS Sixty years in Southern California, 1853-1913, containing the reminiscences of Harris Newmark. Edited by Maurice H. Newmark; Marco R. Newmark http://www.loc.gov/resource/calbk.023 NEW YORK THE KNICKERBOCKER PRESS 1916 Copyright, 1916 BY M. H. and M. R. NEWMARK v TO THE MEMORY OF MY WIFE v In Memoriam At the hour of high twelve on April the fourth, 1916, the sun shone into a room where lay the temporal abode, for eighty-one years and more, of the spirit of Harris Newmark. On his face still lingered that look of peace which betokens a life worthily used and gently relinquished. Many were the duties allotted him in his pilgrimage splendidly did he accomplish them! Providence permitted him the completion of his final task—a labor of love—but denied him the privilege of seeing it given to the community of his adoption. To him and to her, by whose side he sleeps, may it be both monument and epitaph. Thy will be done! M. -
35 Sierra Lodestar 10-30-13 32 Pg.Qxp
Discovering the lost memo- Love and his posse,” Rubio area’s most important turn-of-the- ries of Contreras inspired observed. “We know from Los century writer. Rubio to dig deeper into the Angeles newspapers that some of John R. Andrews was born out- Mexican influence on the them survived and made it to side Jackson in 1899. By the age Mother Lode for her blog, Southern California to tell their of 15, he’d developed an adven- Dreaming Casually. One of the story. There had been a man in turous spirit, which led him to most misunderstood elements that group named Joaquin start tracking down the remnants of this era, in Rubio’s opinion, Valenzuela, whom the survivors of Gold Rush towns and camps involves the “bandit legend” of said was killed and decapitated by that were scattered to dust before Joaquin Murrieta. In 1853, a Love. I think they killed the his eyes. Andrews had a deep retired Texas Ranger named wrong guy. Joaquin Murrieta’s sis- respect for the Mother Lode’s Harry Love appeared in ter went and looked at the head Spanish and Mexican residents Stockton with the severed head and said she was certain it wasn’t and heritage, which he learned of a man who he claimed was his. To me, it looks like Love about from older residents who the notoriously murderous pulled one over on everyone.” had lived through the later period highwayman, Murrieta. The While yarns of the bandit of the Gold Rush. The influential head Love carried was pickled Murrieta were more tall tales than book he would later write, “The in a jar and reputedly put on truth, a very different, very real, Ghost Towns of Amador,” docu- display at various bars in San bandit story would have disastrous mented the hidden histories of Joaquin and Mariposa counties.